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An Integrated Active Learning Approach for Understanding Fatigue Theory

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Conference

2018 ASEE Annual Conference & Exposition

Location

Salt Lake City, Utah

Publication Date

June 23, 2018

Start Date

June 23, 2018

End Date

July 27, 2018

Conference Session

Mechanical Engineering Division Technical Session 9

Tagged Division

Mechanical Engineering

Page Count

14

Permanent URL

https://peer.asee.org/29791

Download Count

15

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Paper Authors

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Xiaobin Le P.E. Wentworth Institute of Technology

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Professor, Ph.D, PE., Department of Mechanical Engineering and Technology, Wentworth Institute of Technology, Boston, MA 02115, Phone: 617-989-4223, Email: Lex@wit.edu, Specialization in Computer Aided Design, Mechanical Design, Finite Element Analysis, Fatigue Design, Solid Mechanics and Engineering Reliability.

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Richard L Roberts Wentworth Institute of Technology

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Associate Professor
Department of Mechanical Engineering and Technology,
College of Engineering and Technology,
Wentworth Institute of Technology,
550 Huntington Ave.,
Boston, MA 02115

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Anthony William Duva P.E. Wentworth Institute of Technology

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Anthony W. Duva
An Associate Professor in the Mechanical Engineering and Technology Department at Wentworth Institute of Technology since 2001 with 14 years of prior full time industrial experience. He has worked in the design of various technologies from advanced underwater and ultrahigh altitude propulsion systems to automated manufacturing equipment. His interests include advanced thermal and mechanical system design for green power generation.

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Herb Connors

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Abstract

An Integrated Active Learning Approach for Understanding Fatigue Theory

Abstract It is well known that more than 90% of metal components in mechanical systems fails due to fatigue. With this in mind, a basic working understanding of fatigue theory is very important to mechanical engineering students. Fatigue theory, however, is only covered with a few lectures in a typical undergraduate mechanical engineering program’s curriculum. Typical treatment could be as few as four lectures during two weeks in our mechanical program at Wentworth Institute of Technology. Because of this, some students were typically confused about fatigue theory and might not have a basic working understanding of fatigue theory. Students will typically develop a better understanding of a topic if the same topic is presented to students in different ways. To facilitate the development of a basic working understanding of fatigue theory, we proposed an integrated active learning approach for teaching fatigue theory. This included four different exposures to discuss and explore fatigue theory. These four different approaches were lecturing & homework assignments, physical fatigue testing, FEA simulation of fatigue life of fatigue specimens, and the theoretical calculation of fatigue life of fatigue specimens. After the proposed approach was successfully implemented in the spring semester of 2017, we interviewed some students and conducted a class survey to obtain feedback regarding the approach presented in this paper. Student feedback indicated that students benefited from this integrated active learning approach for teaching fatigue theory. 100 percent of students agreed that they had a much better basic understanding of fatigue theory through this multi-faceted approach. This paper will present and explain in detail the integrated active learning approach for teaching fatigue theory. The class survey data analysis is also presented and analyzed.

Le, X., & Roberts, R. L., & Duva P.E., A. W., & Connors, H. (2018, June), An Integrated Active Learning Approach for Understanding Fatigue Theory Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/29791

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